Outline of Music provision at Angel Oak Academy Sept 2015 Playing Singing Listening Composing Performing EYFS - I can start and stop when - I can sing a simple - I can comment on a - I can suggest ideas to help with a - I can take part in a playing as part of a group melody piece of music and explain class composition, lead by a teacher group song performance - I can play un-tuned - I can sing quietly what I like or dislike about - I can use my instrument to help me - I can take part in a instruments in three different and loudly it to tell a story group performance using ways (tapping, rubbing, - I can sing long and - I can say whether music un-tuned instruments shaking) short notes sounds happy or sad - I can play loudly and quietly - I can sing high and - I can move to music - I can use my instrument to low notes according to how it feels help me to tell a story - I can take part in a Ex. marching, sliding, - I can keep a steady pulse as group song jumping or dancing part of a group, with a conductor & visual cues - I can clap back simple rhythm patterns YEARS 1/2 -- Know how to make a sound - I can sing quietly - I can say whether music - I can choose sounds to represent - I can take part in a on several musical and loudly sounds happy or sad, and ideas ex. horses, hooves, money group song performance instruments ex. drum, - I can sing long and move to music according jingling, wind whistling etc - I can take part in a triangle, recorder and short notes to how it feels - I can make up short musical group performance using keyboard. - I can sing high and Ex. marching, sliding, patterns in a group or on my own tuned and un-tuned - I can play quietly and loudly low notes jumping or dancing with a beginning, middle and end, instruments - I can play long and short - I can take part in a - I can describe music using different instruments or sounds notes group song using element words such - I can use my own made up symbols - I can play high and low notes performance as high, low, slow, fast, to represent sounds - I can keep a steady pulse as - I can sing songs long or short sounds and part of a group with prompts with others or on my say how they affect the by a conductor own, remembering mood of the music - I can read and perform the tune and keeping simple rhythm patterns (ta ./ in time ti-ti / rest / too-oo) and recognise them by ear - I can copy and play simple rhythms in time with other people - I can play a simple piece of music at different tempos Outline of Music provision at Angel Oak Academy Sept 2015 Playing Singing Listening Composing Performing YEARS 3/4 - I can change the way I play - I can sing simple - I can describe music - I can select a sound or instrument to - I can improvise or an instrument, learning and songs in tune with using musical vocabulary achieve an effect ex. bass drum and perform cyclic patterns applying skills and techniques, expression as part of such as tempo & dynamics louder instruments to create surprise as part of a group to achieve different effects, a group or on my and explain how a or excitement, or quiet singing or performance in time with ex. damping a cymbal or own composer has used those playing to create something more different patterns played letting it ring, using soft or elements to create an peaceful by others, varying the hard beaters etc effect effect ex. by changing - I can use crescendo, dynamics or timbres diminuendo and changes in tempo to create effects - I can play a simple ostinato or repeated phrase on a pitched instrument as an accompaniment to a song or performance - I can keep a steady pulse on my own for a short while - I can read and perform rhythm patterns (tika-tika / ti-tika / tika-ti) and recognise them by ear - I have experimented with different types of notation and am beginning to recognise symbols on staff notation. Outline of Music provision at Angel Oak Academy Sept 2015 Playing Singing Listening Composing Performing YEARS 5/6 - I can create and interpret - I can sing a separate - I can identify or suggest - I can compose music as part of a - I can perform music as simple graphic scores and part in a group purposes for musical group from different starting ideas part of a group that uses recognise some symbols from performance, extracts ex signature tune ex. a sea soundscape, a clock shop at appropriate sounds to staff notation keeping in time with for a TV programme, film midday or a haunted house achieve an intention ex. - I can play a separate part in the group ex sing or scores, ceremonial - I can suggest appropriate sounds creating background a group performance, keeping play a part in a round fanfares, dance music and instruments to achieve an effect music for different in time with the group ex sing - I can describe music I for a purpose ex rhythmic pulse for a scenes of a story or play or play a part in a round hear and compare it with march, quiet singing for a lullaby, - I can play a separate - I can keep a steady pulse on music of contrasting strong beat for dance music etc part in a group my own for a short while and styles and genres using - I can make up short tunes and performance, keeping in recognise if I am speeding up appropriate element rhythms and organise them in time with the group ex or slowing down vocabulary structures such as ‘call and response’, sing or play a part in a - I can read and perform ‘ternary’ or ‘rondo’ forms round rhythm patterns (tika-tika / ti-tika / tika-ti / tum-ti), recognise them by ear and play them on a range of instruments Outline of Music provision at Angel Oak Academy Sept 2015 What would an 11yr old Musician leaving Angel Oak Academy look like? Musical vocabulary and - Pupils can identify all notes on the Treble Clef stave knowledge Pupils are familiar with these terms: 'pitch' - higher/lower 'duration' - longer/shorter, steady pulse, beat, rhythm 'dynamics' - louder/quieter/silence 'timbre' - different types of sound 'texture' - different ways sounds are combined 'structure' - different ways sounds are organised 'tempo' - faster/slower Dynamics Fortissimo (ff) Forte (f) Mezzo forte (mf) Mezzo piano (mp) Piano (p) Pianissimo (pp) Crescendo diminuendo Rhythm crotchet (ta) quavers (ti-ti) minim (too-oo) rest (sh) semi-quavers (tika-tika) Dotted rhythms (tum-ti) Outline of Music provision at Angel Oak Academy Sept 2015 Singing -Singing at least once a week - Pupils have sung songs from a range of styles and cultures - Can sing in rounds - Able to maintain a part when singing in 2 parts with Ostinato / Main melody - Some pupils can sing harmonies - Choir and vocal leaders (incl. during singing assemblies) use some musical language - Pupils are able to talk about their own singing using some musical language - Pupils can talk about how to be a good singer (posture, breathing etc.) Listening Pupils are able to listen to a piece of music and: - explain how the music made them feel - can express an opinion about the music - can comment on a piece of music using some musical language (ex. there was a crescendo at the end) - can notice and comment on similarities and differences between different pieces of music - can respond to a piece of music by creating an artwork - create a musical response to a piece of music (ex. can you also compose a piece that also has a crescendo at the end?) - can identify different instruments in a piece of music - can identify different musical genres if given multiple choice questions - can identify simple time signatures Composing - Pupils have taken part in a group composition at least once a year - Compositions are ‘for a purpose’ ex. to tell a story or to show the emotions of a character - Some pupils have composed once a term and have created their own composition - Pupils can suggest appropriate sounds and instruments to achieve an effect for a purpose ex rhythmic pulse for a march, quiet singing for a lullaby, strong beat for dance music etc Performing - All pupils have sung in at least one performance each year - Pupils learning an instrument at school have also performed on their instrument at least once a year - Some pupils have also performed outside of school at other venues/schools in the borough Playing - Pupils are able to: - change the way they play an instrument, learning and applying skills and techniques, to achieve different effects, ex. damping a cymbal or letting it ring, using soft or hard beaters etc - use crescendo, diminuendo and changes in tempo to create effects - play a simple ostinato or repeated phrase on a pitched instrument as an accompaniment to a song or performance - play a separate part in a group performance, keeping in time with the group ex play a part in a round - create and interpret simple graphic scores and recognise symbols and notes from staff notation .